2012-13

Table of Contents

Getting StartedAxessRegistrationGradesLaboratory Safety TrainingFinancesHealth InsuranceMasters Degree ProgramDegree RequirementsPh.D Degree ProgramDegree RequirementsTimetableYearly EvaluationsExam ProcessUniversity Ph.D RequirementsAbout the InstituteFaculty

About the Program:The Stanford Stem Cell Biology and Regenerative Medicine (SCBRM) program is dedicated to doctoral education that translates basic science to clinical applications, typically referred to as Translational Science and of intense interest internationally in medical schools and universities. Stem Cell Biology and Regenerative Medicine is cross-disciplinary with advances linked to embryology, developmental and cell biology, neurosciences, cardiovascular biology, genetics, clinical medicine, bioengineering, engineering and computer sciences. Our core curriculum is combined with unique research and clinical/professional immersion rotations to provide opportunities for doctoral students to specialize in the broad subject of translational medicine and yet focus specifically on fundamentals of SCBRM. The curriculum combines education in genetics and developmental biology with an introductory laboratory-based stem cell course, an advanced course in stem cell biology and regenerative medicine, and a clinical rotation with alternative opportunities in law, business and/or engineering.

We expect that our students will have the appropriate educational background and research experience to develop translational careers in SCBRM. This is in line with their desire/hope to “change the world” via application of knowledge to human health. It also has the advantage of opening doors for our students whether they seek the most competitive postdoctoral positions for career advancement in academia or whether they seek to further their education via business or law, or alternatively establish themselves as private industry scientists. They will be much more competitive than those who train traditionally across the US while

Our Mission: The mission of the SCBRM graduate program is to produce future leaders in translational science through a combination of basic science and clinical/professional immersion. The program aims to be innovative and to change the landscape for graduate education in the biomedical sciences by having the immersion tailored to each student's translational goals. The program plans to accommodate students who wish to focus primarily at the basic science level alongside those who wish to focus specifically on innovation such as a new device to solve a clinical problem. In the former case, the student might seek out a primary mentor affiliated with

the basic sciences and take electives that reflect the more basic interest. In the latter case, the student might select an elective with an engineering focus and seek out primary mentorship with a more clinically or engineering focused mentor.

Objective or Purpose of Degree

The goal of the SCRBRM IDP is to educate a new generation of Ph.D. students who are leaders in stem cell biology and regenerative medicine and are highly knowledgeable about human biology, disease and translation of basic science to medical advances. Currently in the United States, there are no formal doctoral-degree granting programs in Stem Cell Biology and Regenerative Medicine, though Harvard University offers an MD/PhD option. At Stanford University, many faculty members do not have an appropriate graduate “home” that reflects their specialty in Stem Cell Biology and Regenerative Medicine. For example, a faculty member who is a human embryonic stem cell biologist would most likely draw from the Cancer Biology graduate program. A neural stem cell biologist would draw from the program in Neurosciences. Neither program provides fundamental training in stem cell biology. This is in spite of the fact that Stanford boasts one of the strongest stem cell faculties internationally, as evidenced recently by the fact that Stanford Faculty garnered the most funding for stem cell research from the California Institute for Regenerative Medicine, including support for training of graduate students. As a result of the lack of a formal program in Stem Cell Biology and Regenerative Medicine, students who seek training in stem cell biology and regenerative medicine are dispersed and receive inconsistent training in a discipline that would be best served by a rigorous curriculum and training program that incorporates basic and clinical rotations. Given these observations, there is a great and urgent need for a more appropriate and efficient mechanism to generate a larger pool of well-trained scientists knowledgeable about human stem cell biology, regenerative medicine and disease.

SCBRM Curriculum Overview:

Our curriculum, combined with the research and rotation opportunities, provides a flexible educational opportunity for doctoral students to specialize in the broad subject of translational medicine while being focused more specifically on the fundamentals of Stem Cell Biology and

Regenerative Medicine. The SCBRM doctoral program provides an avenue for graduate education to translate the best of basic research into a clinical setting.

Our working hypothesis in seeking to establish the SCBRM graduate program is that through a combination of basic science and clinical immersion, our students will innovate and change the landscape for graduate education in the biomedical sciences. We can accommodate students who wish to focus primarily at a very basic level alongside those who wish to focus specifically on innovation of a new device to solve a clinical problem. In the former case, the student would seek out a primary mentor that might be affiliated with the basic sciences and take electives that reflect the more basic interest. In the later case, the student might select an elective with an engineering focus and seek out primary mentorship with a more-clinically or more-engineering focused mentor.

All students, regardless of penchant, will enroll in the unique SCBRM courses, SCBRM-I, -II and –III, as well as the SCBRM Regenerative Medicine weekly seminar series. These courses provide the unique material required for a firm foundation in innovation in SCBRM.

SCBRM-I is a unique course offering that combines didactic lectures with comprehensive laboratory-based instruction in derivation of pluripotent stem cells, embryology, cell sorting, imaging and other related topics. This course will provide the educational foundation, hands-on skill development and social group building within each first-year class of students.

SCBRM-II provides didactic instruction in fundamentals of SCBRM, exploration of the most well-studied system of hematopoiesis, molecular pathways of pluripotency and tissue-specific stem cells and ends with coverage of aging and stem cells. This course features lectures by leaders in the field and has repeatedly been highly-rated in the initial years.

SCBRM-III provides the clinical/phamaceutical/biotechnology immersion and allows insight into the world of medicine from multiple vantage points, setting the stage, we hope for the students to translate research successfully beyond the academic sphere.

All aspects are conducted in supportive but rigorous scientific environment with the intention that students should maximize their scientific potential and contribute to future healthcare applications.

About the Institute for Stem Cell Biology and Regenerative Medicine:Stanford has been a leader in stem cell research for the past quarter century. In 2001, Stanford University School of Medicine unveiled a plan to create five new translational institutes of medicine, one of which is the Stanford Institute for Stem Cell Biology and Regenerative Medicine. The institute was established in 2003 to build on Stanford’s leadership in stem cell

science and to set the foundations for the creation of a new field of science: regenerative medicine. Under the direction of renowned stem cell researcher Dr. Irving Weissman, the institute is devoted to exploring the how stem cells are created, the mechanisms by which they are regulated and how they devolve into specialized cells. The ultimate goal is to translate this knowledge into dramatic new medical therapies for some of the world’s most serious and intractable afflictions. Finally, as part of Stanford School of Medicine, the institute is dedicated to training the next generation of stem cell researchers.

The Institute is structured to foster success in meeting these goals. Interdisciplinary collaborations are the engine that promotes discovery and accelerates translational research. Collaborations between faculty, post-docs and students from diverse disciplines have led to significant discoveries and have been a hallmark of Stanford’s leadership in the past. This fertile, interdisciplinary environment is partly due to the proximity of the seven schools on Stanford’s compact campus, the Stanford Hospital and Clinics, and the entrepreneurial environment of Silicon Valley. This environment is a stage for dynamic collaboration among those who will create the future of medicine: basic scientists, clinical researchers, medical care providers, legal and ethical scholars, biomedical engineers, business leaders, and venture capitalists.

Faculty and their Research Interests

Phillip A. Beachy

http://stemcell.stanford.edu/about/Laboratories/beachy/index.htmlThe Beachy lab studies the function of Hedgehog proteins and other extracellular signals in morphogenesis (pattern formation) and in injury repair and regeneration (pattern maintenance). They study how the distribution of such signals is regulated in tissues, how cells perceive and respond to distinct concentrations of signals, and how such signaling pathways arose in evolution. They also study the normal roles of such signals in stem-cell physiology and their abnormal roles in the formation and expansion of cancer stem cells.

Michael F. Clarke

http://stemcell.stanford.edu/about/Laboratories/clarke/index.htmlThe Clarke lab works on the molecular regulation of self renewal in normal stem cells and cancer. Modulation of these self renewal pathways are being explored as potential therapeutic targets for regenerative medicine and cancer.

Maximilian Diehn

http://stemcell.stanford.edu/about/Laboratories/diehn/index.htmlOur lab studies normal and cancer stem cells in the breast and lung in order to develop a deeper understanding of the similarities and differences between these two cell types. We are particularly interested in identifying pathways and genes critical for cancer stem cell function that could be exploited therapeutically.

Michael T. Longaker

http://stemcell.stanford.edu/about/Laboratories/longaker/index.htmlThe Longaker Laboratory investigates reparative and regenerative medicine using mouse models of normal wound healing, diabetic wound healing, skeletal regeneration, and craniofacial development. We are interested in adipose-derived mesenchymal cells for tissue repair, in particular skeletal repair.

Ravindra Majeti M.D, Ph.D.http://stemcell.stanford.edu/about/Laboratories/majeti/index.htmlThe Majeti lab focuses on the molecular/genomic characterization and therapeutic targeting of leukemia stem cells in human hematologic disorders, particularly acute myeloid leukemia (AML). They also interested in developing a similar characterization of normal human hematopoiesis and hematopoietic stem cells. A major focus of our lab is the identification of cell surface molecules preferentially expressed on leukemia stem cells and the development of therapeutic monoclonal antibodies targeting these proteins. Toward this goal, together with Irv Weissman, the lab is actively developing an anti-CD47 antibody for clinical trials in human AML.

Roel Nusse

http://www.stanford.edu/group/nusselab/cgi-bin/lab/mainWe are interested in the role of the Wnt pathway in stem cell control. Using mice in which the developmental fate of stem cells can be visualized, we track stem cells in various tissues. We are also interested in mechanisms of injury detection and stem cell activation, and in understanding how the physiological state of the animal, for example during hormonal changes, has an impact on stem cell biology.

Theo Palmer

http://med.stanford.edu/profiles/Theo_Palmer/Research in the Palmer lab focuses on the biology of neural stem cells in the developing and adult brain. Our goal is to leverage emerging stem cell technologies to better understand neurological diseases and their treatment.

Renee A. Reijo Pera, Ph.D

http://stemcell.stanford.edu/about/Laboratories/reijopera/index.htmlThe Reijo Pera laboratory studies human development especially programming and reprogramming in the human embryo. Studies have applications in basic science and in models of human disease including induced pluripotent stem cells and Parkinson's Disease.

Irv Weissman

http://stemcell.stanford.edu/about/Laboratories/weissman/index.html

The Weissman lab studies the identification, isolation, and function of normal and cancer stem cells, including the lineage of their precursors and progeny, and the phylogeny of stem cells in colonial protochordates. We also are deeply involved in taking normal and cancer stem cell discoveries through preclinical proof of principle, and to and through early phase clinical trials in humans.

Marius Wernig

http://stemcell.stanford.edu/about/Laboratories/wernig/index.htmlThe Wernig lab’s focus is on epigenetic reprogramming i.e. ways to induce cell fate changes by defined factors such as the reprogramming of somatic cells into pluripotent stem (or iPS) cells or directly to functional neuronal cells that we termed induced neuronal (iN) cells. These emerging reprogramming technologies provide new fascinating translational applications such as patient-specific stem cell therapies or disease phenocopy of devastating brain diseases.

Joanna Wysocka, Ph.D.

http://med.stanford.edu/profiles/Joanna_Wysocka/

The Wysocka lab studies the epigenetic regulation of stem cell fate and differentiation. Role of chromatin modification in early development. Chromatin architecture and developmental dynamics of DNA regulatory elements. Neural crest and formation of the human face. 

The core of the SCBRM program will be built on the fundamentals of genetics, developmental biology and cell biology; unique to the IDP in Stem Cell Biology is the core requirement for successful completion of SCBRM 296 (fall), 297 (winter), and 298 (spring) in the first year of graduate school. In the first quarter, students will develop a fundamental understanding of introductory stem cell principles in human development, aging, and disease; SCBRM296 will be a laboratory-based module with immersion in stem cell-based methods (embryology, embryonic stem cells, reprogramming, adult stem cells). The second quarter (SCBRM 297) will feature advanced topics related to individual organ systems, cancer stem cells, translational principles of medicine and immunology as related to regenerative medicine, as well as bioengineering and bioinformatics as related to stem cell biology. Finally, the third quarter of Stem Cell Biology and Regenerative Medicine (SCBRM 298) will allow students to specialize and choose an immersion, rotation in a clinic, biotechnology company or venture firm, or further delve into cutting edge technologies, bioinformatic, materials and/or engineering approaches for stem cell applications in industry, diagnostics and medicine. Accompanying the formal classroom-based core curriculum is a requirement to enroll in Independent Research (SCBRM 399; up to 10 credits total per quarter); in the first year, three research rotations fulfill this requirement. Subsequently, thesis-directed research allows the completion of the Independent Research requirement (such that a minimum of 135 units of coursework and independent research is completed by the spring quarter of the 4th year of enrollment). The elective core will be selected from the Schools of Medicine, Humanities and Science, Engineering, Business and/or Law. Electives are designed to allow the students to hone their knowledge and skills with in-depth training in medically relevant field with options to develop skills in intellectual property development, legal or ethical issues and/or entrepreneurship.

Seminar Series

Other seminar series relevant to SCBRM: Stanford University provides numerous opportunities to attend seminars of relevance in SCBRM including those hosted through the Department of BioEngineering, the BioX program, and other institutes such as the Neurosciences Institute, Cardiovascular Institute and Institute for Immunology, Transplantation and Infection. Seminars are generally of very high quality and lists will be distributed through the SCBRM IDP home office and postings in the Lorry I. Lokey Stem Cell Research Building. Attendance of these seminars will further provide examples to SCBRM students of important unsolved questions in medicine. It will also expose them to a wide range of possible mentors engaged in stem cell biology and regenerative medicine for their PhD thesis work. Students will also be encouraged to attend several other high quality seminar series including one that is run for Stanford MSTP students called “Unsolved Mysteries in Biomedical Research.”

Journal Club and Seminar Course Designed for SCBRM students: We will develop a special seminar course that will meet twice per month and allow students to maintain an identity as a cohort and to keep in touch with each other. This journal club will allow the students to cover the latest publications in SCBRM and to hone their skills at presentations;

the journal club will occur in the Lorry Lokey Institute for Stem Cell Biology and Regenerative Medicine in space set aside for the graduate class (and amenable to laboratory coursework as described in SCBRM 296). In addition, opportunities to include occasional guest speakers from Stanford and surrounding medical schools and biotech will also be explored. This allows us to cover topics not generally covered in the PhD curricula such as how to take a novel cell-based treatment from bench to bedside, and provide opportunity for students to meet in small groups.

DOCTOR OF PHILOSOPHY (PhD) PROGRAM IN STEM CELL BIOLOGY and REGENERATIVE MEDICINE AT STANFORD

Year 1: Autumn QTR (10 units)Course Title Units Course DirectorGENE 201 Advanced Genetics 4 units Kim, SSCBRM 296 SCBRM I 5 units Reijo Pera, RSCBRM299 Regenerative Medicine

Seminar Series1 unit Longaker, M

Year 1: Winter QTR 2 (10 units)Course Title Units Course DirectorBIO214 Advanced Cell Biology 4 units Kopito RSCBRM 297 SCBRM II; 3 units Reijo Pera, RSCBRM 299 Regenerative Medicine

Seminar Series1 unit Longaker, M

Med 250A Ethical Legal and Social Issues in Stem Cell

2 units Magnus D

Year 1: Spring QTR 3 (10 units)Course Title Units Course Director(s)DBIO 210 Developmental Biology 5 units Nusse R.SCBRM 298 SCBRM III; Clinical

Immersion3 units TBD

SCBRM 299 Regenerative Medicine Seminar Series

1 unit Longaker, M

MED255 Research Responsible Conduct of Research

1 unit TBD

Year 1: Summer QTR 4 (10 units)Course Title Units Course DirectorSCBRM 399 SCBRM Independent

Research10 units Preceptor

Year One Total: 40units Milestone Complete: Selection of Thesis Lab

Year 2: Autumn Qtr 5 (10 units)Course Title Units Course DirectorSCBRM 299 Regenerative Medicine

Seminar Series1 unit Longaker, M

SCBRM 399 Independent Research 5-6 units Adviser1st Elective Elective I 3-4 units TBD

Year 2: Winter QTR 6 (10 units)Course Title Units Course DirectorSCBRM 299 Regenerative Medicine

Seminar Series1 unit Longaker, M

SCBRM 399 Independent Research 5-6 units Adviser2nd Elective Elective I 3-4 units TBD

Year 2: Spring QTR 7 (10 units)Course Title Units Course DirectorSCBRM 299 Regenerative Medicine

Seminar Series1 unit Longaker, M

SCBRM 399 Independent Research 9 units Adviser

Year 2: Summer QTR 8 (10 units)

Course Title Units Course DirectorSCBRM 399 SCBRM Independent

Research10 units Adviser/Preceptor

* Biochemistry proficiency will be required by the end of Year 2. Classes will be added to the curriculum in (winter/spring)

Year Two Total: 80 units Milestone Completed: Qualifying Examinations

Year 3: Autumn-Spring, QTRs 9-11 (10 units)Course Title Units Course DirectorSCBRM 399 SCBRM Independent

Research10 units Adviser/Preceptor

Year 3: Summer QTR 12 (5 units)Course Title Units Course DirectorSCBRM 399 SCBRM Independent

Research5 units Adviser/Preceptor

Year Two Total: 115 units Milestone Completed: Qualifying Examinations

Year 4 Autumn-Winter QTRs 13-14 (10 units)Course Title Units Course DirectorSCBRM 399 SCBRM Independent

Research10 units Adviser/Preceptor

Milestones: TGR 135 Units

Year 4 and above:Course Title Units Course DirectorSCBRM 899 Dissertation 0 units Adviser/Preceptor

III. PROPOSED DEGREE REQUIREMENTS IN DETAIL Subject Area: Medicine, BioEngineering and Other Units: 135 Minimum (Acquire by Spring Quarter of the 4th Year)

These courses are taken in the first two years and they constitute a total of 40 credits of formal coursework (45 with Biochemistry). Coincident with courses, students enroll in 1 – 10 credits of Independent Research such that 135 credits are completed by the spring quarter of the 4th year (10 credits generally in Fall, Winter, Spring, and 10 credits for the two summer quarters between the 1st and 2nd, 2nd and 3rd and 5 credits the summer between 3rd

and 4th years.

A. Core Curriculum ▼Mandatory Coursework (7 Courses) and a clinical immersion

1. Advanced Genetics (Bio 203/Gene 203/Dbio 203) – 4 credits 2. Developmental Biology (Dbio 210) – 5 credits 3. Cell Biology (MCP 256 or Advanced Biology BIOC224/BIO 214)) – 4 credits 4. Stem Cell Biology and Regenerative Medicine I (SCBRM 296 w/Laboratory) – 5 credits 5. Stem Cell Biology and Regenerative Medicine II (SCBRM 297) - 3 credits 6. Stem Cell Biology and Regenerative Medicine III (SCBRM 298) – 3 credits 7. Biochemistry (BIOC 288) -- 3 credits Note that proficiency must be demonstrated ▼Other Mandatory Courses/Units 1. Responsible Conduct of Research (Med 255) – 1 credit 2. Ethical, Legal and Social Issues In Stem Cell Research (Med 250A) – 2 credits 3. Regenerative Medicine Seminar Series (ReMS; SCBRM 299) – 1 credit 4. Independent Research in Stem Cell Biology and Regenerative Medicine (SCBRM 399) – 1 – 10 Credits/Quarter)

B. Elective Curriculum▼ Electives (Must Take At Least 2 (6 Credits); Will Be Developed by Faculty if necessary) ❑ Cardiovascular Disease (such as MED 120Q) ❑ Embryology and Germ Cell Development (to be developed) ❑ Tissue Engineering and ECM Scaffolding (such as BioE 390) ❑ Neurobiology of Disease (NBIO 254) ❑ Cancer Biology (CBIO 241) ❑ Immunology (Immunol 202) ❑ Histology (INDE 216) ❑ Anatomy (Path 213) ❑ Bioinformatics (Biomedin 212) ❑ Imaging (BIOE 222A or B, MCP 222) ❑ Patent Law and Strategy for Innovators and Entrepreneurs (ME208) ❑ Biodesign, Innovation (BIOE 374, MED 272, ME 374, OIT 581/3)

❑ Entrepreneurship: Formation of New Ventures (GSB S353)

AdvisingEach student has an academic advisor assigned upon admission and a research advisor. The academic advisors are appointed from the faculty with primary appointments in the Institute for Stem Cell Biology and Regenerative Medicine Thesis research advisors must be a rotation preceptor during the first year and subsequently are the advisor of the research laboratory when a decision has been made at the end of the first year or beginning of the second year (by end of Fall quarter). In addition, all students will be encouraged to select a physician mentor in addition to their PhD advisor. The student will be free to select a physician mentor who specializes in an area of their interest. Each student will be encouraged to meet with their mentoring committee at least once per quarter to discuss their progress and translational aspects of stem cell biology and regenerative medicine.

Changing advisors. Advisors can be changed by student appeal to the SCBRM Executive Committee. In general, there will be little restriction on changing of advisors to accommodate student educational goals as they may change over the course of the doctoral program.

Research Rotations They educate the student in areas of SCBRM and allow immersion during the first year in a laboratory where they may choose to conduct their doctoral thesis research. The student chooses possible rotation laboratories with input/discussion with the academic advisor on a quarterly basis or more frequently if desired. Rotations are set up by discussion of the student directly with the faculty member of interest. A handout of potential rotation sites is distributed during New Student Orientation and can also be selected beyond the faculty outline, in some cases, with discussion by the academic advisor and input from the Executive Committee. Rotations will be one quarter in length and should be completed by the end of their fifth quarter in the program (i.e. typically the end of the fall quarter of second year). If the rotation advisor is not a primary SCBRM Executive Committee member, the student should engage a co-advisor from the Executive Committee, as early as possible. By default, the academic advisor, who is assigned upon admission into the graduate program is the co-advisor during rotations. Students in the SCBRM will be encouraged to also include clinical faculty on their advising team from qualifying to defense. Decisions regarding research interests. Students should select their thesis laboratory and Research advisor according to their research interests by the end of their fifth quarter in the SCBRM IDP.

Required immersion rotations. All SCBRM students will be required to do a short but intensive Immersion rotation We anticipate that most students will choose a clinical immersion, but other options such as biotechnology company, venture capital or law firm

are encouraged and will be arranged and agreed upon in discussion with the student’s research advisor. For clinical rotations, students will participate fully in most of the usual medical student activities including attending patient rounds, diagnostic rounds, watching patients be examined, attending grand rounds and other medical lectures. Alternatively students might arrange to spend time attending clinic with their physician mentor or alternative clinical experiences as appropriate and agreed upon by their physician mentor and the graduate program directors. Students will be graded based on a final paper describing the current and future opportunities for the application of stem cell biology to the chosen discipline. Students in the SCBRM will be encouraged to also include clinical faculty on their advising team from qualifying to defense.

ExamsQualifying Examination: All students must satisfactorily complete a Qualifying Examination. The purpose of the qualifying examination is two-fold to give students the opportunity to demonstrate: 1) Knowledge of the fundamentals of biomedical sciences and in particular, Stem Cell Biology and Regenerative Medicine and 2) ability to formulate a research project that tests a hypothesis, utilizes appropriate methodology and results in critically-interpretable results. Qualifying exams will be required during the summer between the 2nd

and 3rd years or Fall quarter of Year 3. The exam will be comprised of a written segment that is comprised of a 5-page NIH-style proposal of the Thesis research. The written proposal must be distributed to the qualifying examination committee one-week prior to the second component of the qualifying exam, oral exam. The committee is composed of at least two members of the SCBRM faculty and one outside member; the thesis advisor is welcome to observe. At the exam, the student will present the proposal in a 15 minute talk. Then, the floor is open to questions from the qualifying exam committee with questions focused directly on the proposal 14

or encompassing areas of research/academic scholarship that are deemed relevant to the proposal. The examination is pass/fail and is allowed to be retaken one additional time if necessary. Following the qualifying exam, students are encouraged to meet regularly with their thesis committee to describe state of the art in research topic, work to date, and future research plans. Annual assessments of progress continue from 3rd to later years with scheduled committee meetings and updates with academic advisors. University oral exam and dissertation requirements: In examining the oral exam and dissertation requirements of several different IDPs at Stanford, again it became clear that the structure of BMI which encompasses biomedical sciences and informatics (computer sciences) is relevant. The thesis defense should occur for SCBRM students 6-9 months before the expected end of research; this allows for input from the thesis committee to focus the last months of research on necessary data acquisition, experimentation, or manuscript submission. Finally, a final presentation is given in the quarter that the thesis is submitted; however, we note that there are no formal decisions made at this final presentation meeting.

D. SCBRM Masters option. As noted in the addendum below, milestones of success in the SCBRM program follow the traditional system of pass/conditional pass/fail grading structure. Thus, the major hurdle for doctoral students is the qualifying exam. At the time of application to take the qualifying exam, the student and research advisor must present a folder to the Executive Committee that includes the academic background at the undergraduate university, academic background during the first two years in the SCBRM and letters that document completion of the research and immersion rotations along with qualitative assessment from advisors in rotation laboratories. The student is then asked to schedule the exam (or in rare cases, might be asked to fortify academic progress in particular areas that might be deemed insufficient). Finally, we note that students who do not pass the qualifying exam may retake the full qualifying exam, be retested in a sub-area or be asked to repeat the presentation. Those students who fail the qualifying twice will be awarded a Master’s degree (based on a successful completion of coursework and rotations as outlined in the folder). In addition, students who choose to voluntarily leave the program will also automatically be awarded a Master’s degree if they successfully complete the qualifying exam. E. Expanded description of the SCBRM clinical training for students (and relationship to wider Medical School prerequisites for clinical training) One of the distinguishing features of the SCBRM program is the Immersion Rotation for clinical training, SCBRM III (SCBRM 298). Students can arrange to do an industry, law firm, venture capital or other based immersion, but we anticipate that most students will elect a clinical immersion to fulfill this requirement. This medical immersion will provide non-medical doctoral students with an understanding and exposure to the unique considerations necessary to translate basic research to the clinical setting. The choice of clinical exposure will be made in consultation with the Research Advisor. A period of directed reading will be followed by a two to four week clinical rotation during which the trainee will shadow clinical attending surgeons, physicians, residents and/or fellows. The Program Director of the SCBRM graduate program will approve the clinical immersions and will monitor progress closely to develop an overall outline of what the student should learn during their immersion and to discuss the plan with the student prior to the rotation. Attendance at grand rounds in the chosen department for the quarter will be required. In addition, the Program Director will meet with each student at the 15

end of the first week to review their experience, modifying the next week’s activities as needed. At the completion of the immersion, the Program Director will meet with each student to review the experience. We anticipate that, with time, this process will become streamlined as additional experience with clinical immersion rotations is acquired. We will ask the students to submit a paper describing the application of stem cell biology to the chosen discipline and how it will impact the students’ future research plans. We will also ask that the clinical rotation mentor provide feedback on the students and the immersion experience that will allow us to better design appropriate immersions. We note that the SCBRM clinical training requirement can also be satisfied by enrollment in the MOM (Master’s of Medicine) program that encompasses the first two years of medical school and is directed by Dr Ben Barres (Developmental Biology). Unless enrolled in the MOM, we anticipate that this activity will occur during the spring quarter of the first year and constitute SCBRM III (SCBRM 298) for 3 credits.

Scholars Trained in the Institute for Stem Cell Biology and Regenerative Medicine SJSU (San Jose State University) and HSU (Humbolt State University) participate in the CIRM Bridges Internship Program and select research labs affiliated with the ISCBRM at Stanford. This program has been running since June of 2009. Last year we had the following interns: 2009 SJSU Interns Prachi Gujar interning in the Reijo Pera Lab Erica Anderson interning in the Chiao/Reijo Pera Lab Ana Babakhanyan interning in the Cooke Lab Ana Robaczewska interning in the Wysocka Lab HSU Interns Robin Martin interning in the Weissman Lab Humberto Contreras-Trujillo interning in the Weissman Lab

H. Program Assessment We will ask all of the students to complete written critiques of the SCBRM program quarterly and the Executive Committee will meet at least twice a year to review this data, discuss the progress of the program and students, and to consider whether any changes in the program are desirable. We will monitor each SCBRM student for timely progress and successful completion of didactic courses and lab rotations. At the completion of their Ph.D. degrees, all SCBRM students will complete an evaluation form to help us to measure the effectiveness of the program from the student’s perspective (were goals met, were they satisfied with the research environment, training, and the program professionally and personally, etc).

Courses are commonly referred to as Biochemistry, Biological Chemistry, Macromolecules, or equivalent. In cases where course content is not obvious, additional information will be obtained via the department of record on the transcript. c. Academic milestone assessment: Sufficiency in the IDP will be identical to other programs in the BioMedical Sciences such as BMI and Immunology. Notably: c.1. Most milestones have pass/conditional pass/fail grading structure c.2. Major hurdle for PhD students is qualifying exam c.3. Student folders (summary of courses, rotation evaluations, and assessment of preparation for examination) are presented by research advisor to the IDP Director before permission to take the exam is granted c.4. Students who don’t pass the qualifying examination may retake full qualifying exam, be retested in a few areas, or be asked to redo presentation

c.5. Students must show that they have completed most areas of curriculum with B average per area c.6. Students required to complete additional courses, or paper to show proficiency if grade requirement is not met c.7. Students not able to meet PhD milestones after remediation are offered MS degree if they have completed those requirements (coursework requirements are similar)

Exams: 5. Qualifying exams (content and timing). Qualifying exams will be required during the summer between the 2nd and 3rd years or Fall quarter of Year 3. The exam will be comprised of a written segment that is comprised of a 5-page NIH-style proposal of the Thesis research. The written proposal must be distributed to the qualifying examination committee one-week prior to the second component of the qualifying exam, oral exam. The committee is composed of at least two members of the SCBRM faculty and one outside member; the thesis advisor is welcome to observe. At the exam, the student will present the proposal in a 15 minute talk. Then, the floor is open to questions from the qualifying exam committee with questions focused directly on the proposal or encompassing areas of research/academic scholarship that are deemed relevant to the proposal. The examination is pass/fail and is allowed to be retaken one additional time if necessary. Following the qualifying exam, students are encouraged to meet regularly with their thesis committee to describe state of the art in research topic, work to date, and future research plans. Annual assessments of progress continue from 3rd to later years with scheduled committee meetings and updates with academic advisors 6. University oral exam and dissertation requirements. In examining the oral exam and dissertation requirements of several different IDPs at Stanford, again it became clear that the structure of BMI which encompasses biomedical sciences and informatics (computer sciences) is most relevant. The thesis defense should occur for SCBRM students 6-9 months before the expected end of research; this allows for input from the thesis committee to focus the last months of research on necessary data acquisition, experimentation, or manuscript submission. Finally, a final presentation is given in the quarter that the thesis is submitted; however, we note that there are no formal decisions made at this final presentation meeting. voluntarily leave the program will also automatically be awarded a Master’s degree based on successful completion of the qualifying exam.

SCBRM 298: Clinical Immersion Experience (3 Credits) Faculty: Various Clinical Faculty (oversight by Steering Committee) General description: Clinical immersion is an essential component of the core curriculum modeled after similar components of the CIRM (California Institute for Regenerative Medicine) scholars program and the MOM program (Master of Medicine). The immersion is self-designed with input from the student’s primary faculty advisor (assigned in the first year) and a clinical co-mentor selected by the student with assistance from the program directors. Prior to enrollment for credit, all clinical immersions must be approved by the SCBRM Program Director, Dr Renee Reijo Pera. Upon completion, a report of the clinical immersion is provided by the clinical mentor as evidence of completion in the student record. Duration: variable; 2 – 4 weeks full/part time to one day per week for one quarter Examples: The immersion experience can be satisfied in a number of ways by clinical immersion, a period of internship with a venture capital firm or biotechnology company focused on regenerative medicine, or a rotation in a pharmaceutical or diagnostic company focused on stem cell applications. Examples include the shadowing of a physician or embryologist in the assisted reproduction (IVF) clinic, a surgeon who specializes in plastic surgery or reconstruction, a cancer clinic with patients with stem-cell based or neurodegenerative disorders. Alternatively, a student might do a short internship with a neighboring venture capital firm (MDV, KPCB, or TPG for example) with investments in the SCBRM arena. Finally, an internship examining current legal, social or ethical issues is encouraged and might consist of research into the legal status of the embryo, ethical issues surrounding stem cell treatments, or social consequences of expensive healthcare solutions for the aging. Goal: Expand the horizons of the SCBRM doctoral student in terms of clinical relevance (translatability) of basic research to bring real-world solutions in a short- to mid-term time frame (within the PhD training program).

SCBRM 299: Regenerative Medicine Seminar Series (1 credit) Faculty: Mike Longaker, MD Sample seminar schedule (for October to December, 2010) with 2 discussion groups

(10/7 and 12/16 (first and last week of the quarter))

SUNet ID The SUNet ID is an account name that identifies each student, uniquely and permanently, as a member of the Stanford community. It is what is used to log into Stanford computer systems. Computing and Communication is a central source for information about Stanford’s technology-based tools, from software and servers to cell phones and networks. AXESS http://axess.stanford.edu This is the University’s web based administrative system wherein most student business is conducted. Students must use Axess to accomplish the following tasks: • File or adjust a study list (the list of courses in which you wish to enroll) and elect grading options each quarter • Confirm, through Axess, that the University has your correct address

and telephone number • Update Emergency Contact Information • Print a history of courses and grades • Check registration status each quarter (e.g. pending holds) • Review Grades • Ensure University bill is paid • Apply to graduate in final quarter

Axess also provides students with the following services: • Official transcript request • Campus housing application • Print an Enrollment Certification

Stanford ID Card

Your ID card will give you access to libraries, and recreational facilities.

The Stanford Card Office issues ID cards. Check the Card Office's website to identify their contact information. You may wish to call ahead to make sure your record is "in the system" so you can get your ID card before going to the ID Card Office location.

o Courtesy cards can be issued for a fee and enable access to libraries, recreational facilities, discounted event tickets, etc.; review the guidelines on the Card Office website.

Go to the ID Card office to have your photo taken and be issued your card.

o School of Medicine (SoM) employees need to obtain an additional ID card for the Medical Center (see Building Access).

Building Access

The Lorry I. Lokey Building is open weekdays from 7:00am to 6:00pm. Your Stanford School of Medicine badge serves as dual purpose in that it identifies you as an employee of Stanford and allows you access to your facility after hours.

Please note: before obtaining your Stanford School of Medicine badge you need to complete the Stanford University mandatory training. A tool to identify University required training is the Training Needs assessment in the Axess portal. Login to Axess, click the STARS (Training) tab, and click My Training Needs to get started. (STARS is the Stanford Training and Registration System that you'll use to enroll in courses and track your internal and external training.) Required training is automatically added to your learning plan; click My Learning to see all Planned training.

Laboratory Safety Training

Every person working in a laboratory is required by various agencies to be trained in all aspects of laboratory safety. During Orientation Week, it is mandatory that new graduate students take the on-line University Laboratory Safety Training in Axess via the Training tab. Prior to working in the lab, new graduate students are required to complete 1) General safety and Emergency Preparedness (EHS-4200), 2) Chemical Safety for Laboratories (EHS-1900), Biosafety (EHS-1500), and Compressed Gas Safety (EHS-2200). In addition, everyone residing in Clark must take the on-line HIPAA training and agree to abide by the policies and procedures. To take the on-line training via the Training tab on Axess, type in HIPAA and select HIPAA Fundamentals (HPAA-PRGM-0201).

No matter what your position, all employees are required to take:

1. General Safety & Emergency Preparedness (course code: EHS-4200). 2. Ergonomics: Computer Workstation, if you use a computer at work (course code:

EHS-3400) 3. Computer Security Awareness, if you use a computer a work (course code: ISO-

0001). 4. Sexual Harassment Prevention for all non-supervisory staff (course code: SHP-

0002). 5. If applicable : State mandated Sexual Harassment Prevention training for all

supervisors and managers (includes faculty): call the Sexual Harassment Policy Office at 725-0646 or email: shpo-training@stanford.edu for information about enrolling.

6. New Staff Orientation (session is targeted for benefits-eligible staff only. Also, if you are a rehire being hired within two years of your separation date, you are welcome but do not need to attend): (course code: TOD-0100).

Discuss required (and recommended) training and its related priority with your supervisor.

After you have completed the Training Needs Assessment in Axess and discussed options and priorities with your supervisor, log back into Axess, click the STARS (Training) tab, and click My Learning to review courses that have been added to your Learning Plan. Click Enroll next to the session you wish to attend.

After completing this training, please report to Cathy Emory, Stem Cell Institute Facilities Manager [cemory@stanford.edu, 725-2495], to fill out the building access form. Cathy is located in the admin suite, G3101A. This form will also require the signature of the Lokey Building Manager, Linda Heneghan [heneghan@stanford.edu, 650-906-2381, G1100]. Cathy will provide you with directions to the ID Card Office located in the Stanford Hospital.

Card Readers

There are card readers located at all entrances and hallways. To access any door with a card reader, simply pass your badge along the reader. You will first hear a beep and then the latch will release allowing access to the door.

Keys

Linda Heneghan [heneghan@stanford.edu or 650-906-2381, G1100] will distribute your lab and office keys. Please contact her directly to obtain a key. Finances Stanford ePay, the University’s online billing and payment services, provides a convenient way for students to view their student bill and make a payment to student accounts. If you have any questions regarding your student bill, please contact the Student Service Office in Clark S-166. - 6 -

Check Distribution/Information Students with research, teaching or course assistantships will be on the regular University payroll. Checks will be available in the Department's Student Service Office on the 7th and 22nd of each month, or the preceding work day if these dates fall on a weekend or holiday. Your salary is taxable and will be withheld as you request on the W-4 Tax Data form. This form and other payroll forms will be available to complete at orientation. Students not on an assistantship are paid on a quarterly basis and have their checks mailed to their home address each quarter on the first day of classes. Please make sure to update your mailing address on Axess. Students must complete all registration and financial paperwork, pay registration fees, and satisfy all stipulated departmental requirements before receiving stipend checks. No taxes are withheld, but the stipend is reportable and taxable. Direct Deposit Stipend Checks and bi-weekly assistantship checks may be direct-deposited in

local banks. Students can enroll for direct deposit on Axess. Click on “Enrollment Instructions” for more information.

Holds: Stipend checks will not be issued if University requirements such as submission of the federal employment eligibility form, federal and state tax withholding certificate, and patent agreement form, or if departmental requirements have not been fulfilled. Outstanding bills from the library, University, or Vaden Health Center will also result in holds. Holds must be cleared with the originating office before stipend checks will be issued. Loans and External Awards Graduate Students who believe they will require loan assistance can apply for federal Stafford Student Loan, Federal Perkins Loan, and University loan programs. Inquiries for publications outlining loan program terms can be directed to the Financial Aid Office, Montag Hall, 355 Galvez Street, Stanford, CA 94305; phone 650-723-3058. International students who are not permanent residents are not eligible for long-term loans. Graduate Fellowships awarded by external sources (i.e. NSF, NDSEG, Ford) are administered in Montag Hall by Maureen Grey, 725-0868. Email: mogrey@stanford.edu Taxes Tax information (limited) is available in: 1. The Student Financial Gateway 2. The Bechtel International Center (for international students) 3. Graduate Student Council (GSC)

Health Insurance At the start of each academic year, students will be automatically enrolled in Cardinal Care in their first registered quarter (Autumn Quarter). At that time, and that time only, they will be able to waive Cardinal Care for the rest of the year by documenting equivalent health insurance in Axess by September 15,

2010. The decision made at the start of each academic year will be applied to the remainder of that year. To waive out of Cardinal Care a student must enter Axess and follow the health insurance waiver link and complete the steps indicated. A health plan name and group policy number are required to complete the health insurance waiver. A student must waive health insurance for the entire academic year. Contact Info: 723-2135, Email: healthinsurance@stanford.edu

PhD First Year Advising Autumn Quarter Students will be assigned an initial faculty advisor on the basis of the research interests expressed in their application. Initial faculty advisors will assist students in selecting courses and identifying research opportunities. To ensure that an appropriate program is pursued, students will submit the following advising form by October 22, 2010: 1) Students completing the bioengineering master’s degree (45 units) and studying for the Ph.D. degree will only submit the Program Proposal for a Master’s Degree Form. (See the Master’s Degree Program Overview on page 7 for instructions).

2) Students admitted to the Ph.D. program with an M.S. degree, will submit the PhD First Year Advising Form to be signed by the student’s advisor and submitted to the Student Service Office, Clark Center S-166.

Spring Quarter In spring quarter of the first year, the assigned advisor will again meet with the student to evaluate his or her progress. The First-Year Evaluation Report must be submitted to the Student Services Office by June 16th of the student’s first year in the Ph.D. program. A faculty meeting is scheduled to review Graduate student progress.

PhD First Year Requirements Lab Rotations The department will not require formal lab rotations, but students will be encouraged to explore research activities in two or three labs during their first academic year. Choosing a Research Advisor Students must choose a research or thesis advisor prior to the end of summer quarter. The research supervisor assumes primary responsibility for future direction of the student and will ultimately direct the student’s dissertation. Please notify the Student Service Office and your first-year advisor as soon as a research advisor is chosen. Applying for Predoctoral Fellowship Applications All first-year Ph.D. students who are eligible to apply for outside predoctoral fellowships such as NSF, and NASA are strongly encouraged to do so.

Applications for both are generally available in October and are due in November. Check with Student Services and Financial Aid for further details and any questions concerning eligibility. Students are encouraged to consult with their faculty advisers when preparing fellowship applications. Yearly Evaluations At the end of each academic year (usually in early June) the bioengineering faculty will evaluate the progress of all PhD students.

Qualifying Exam ProcessPrior to being formally admitted to candidacy for the Ph.D. degree, the student must demonstrate knowledge of bioengineering fundamentals and a potential for research by passing a qualifying oral examination. During the first year of post-master’s study, a student is expected to take and pass the PhD qualifying examination. Purpose of the Exam The PhD qualification exam has several goals. 1) To motivate students to review and synthesize course work and research material 2) To determine the student’s ability to understand and apply fundamental concepts 3) To develop and test the student’s ability to communicate orally and to respond to questions and comments 4) To evaluate the student’s potential to pursue doctoral research 5) To identify areas that need to be strengthened for the student to be successful as a PhD student, independent scholar, and teacher. 6) To provide a mechanism for a range of faculty to come to know the student’s capabilities

Procedure for the Exam The procedure for the exam consists of six steps. 1) An Academic Council Member must be willing to supervise the student’s PhD program and dissertation. The decision by the faculty member to supervise the student’s program and dissertation is based on the potential of the student to become an independent scholar, and is based on many factors, such as the student’s undergraduate and graduate course record, graduate record exam scores, and research, teaching and professional experience. The most important factor is the direct knowledge the faculty sponsor has obtained of the student's capabilities (e.g., as acquired through supervising the student in a multi-quarter project course, independent study, or as Research Assistant). The student must have a graduate Stanford GPA of 3.25 to be eligible for the exam. Students typically have a GPA of 3.50. Students are encouraged to take the exam during the academic year and to work together to prepare for the exam. Typically the exam is taken shortly after the student earns the masters degree.

2) Once a faculty member agrees to be the “faculty sponsor,” the student must submit an application folder containing the items listed below (a-f) to initiate the

PhD Qualification Exam. The faculty sponsor will notify the department faculty that the application has been submitted and is on file for perusal by the faculty at the Student Services Office. Normally, the application will be discussed at the next faculty meeting (but no sooner than one week). The application should contain the following:

a) Updated transcripts of all undergraduate and graduate course work b) Curriculum vitae c) Calculation showing the student's GPA for courses taken at Stanford (Please exclude research and activity courses). http://studentaffairs.stanford.edu/registrar/students/gpa-how d) Research project abstract (<300words). This abstract should be written by the student and represent the topic on which the student would lecture if asked (see below) e) Preliminary dissertation proposal (one page). Knowledge and work of the student, and/or others, should be synthesized to present a rationale for the proposed dissertation topic (e.g., theory to be developed, hypotheses to be tested) as well as proposed methodology to fulfill the dissertation objective.

f) A list of four independent areas in which the student feels he/she has depth. One of these areas must come from a fundamental engineering topic (e.g., thermodynamics, fluid mechanics, control systems, signal processing, mathematics). A second area must be from a biological or medical specialty (e.g., molecular biology, cell biology, neuromuscular physiology, cardiovascular medicine). The other two areas may come from any medical, biological, bioengineering, or other engineering topics that lead to a cohesive program of graduate study (e.g., genetics, developmental biology, biotechnology, neurology, medical imaging, computer graphics, mathematics, robotics, polymer physics). The student should discuss these areas with their advisor in the process of planning their graduate program and prior to preparation of their application folder. 3) The student, in absentia, will be evaluated by the faculty at one of their meetings (other faculty may be requested to be present to participate in the evaluation). The evaluation will be based on the student’s potential to become an independent scholar (see #1). The faculty will determine if the student should be allowed to proceed to the next step in the PhD Qualifying Examination. If the student is not allowed to proceed, the faculty sponsor will convey to the student the reasons for the faculty’s decision. Otherwise, the faculty will appoint a subcommittee consisting of three or four faculty, at least two of whom will be Academic Council Members of the Bioengineering Department.

4) The subcommittee is to obtain additional information regarding the student’s potential to become an independent scholar. To accomplish this objective, the student will present to the subcommittee a 15-minute technical lecture on the topic contained in the abstract (see #2d). (One week prior to the lecture, the student will give each subcommittee member a one page “reminder” containing the short abstract of the lecture, and the time and place of the lecture.) This

lecture, followed by a short question/answer session, will be open to all faculty and students. Afterwards, in a closed session (up to 1.5 hrs.) with the subcommittee, the student will answer additional questions regarding the topic presented at the lecture, the four areas chosen by the student (see #2f), the preliminary dissertation proposal (see #2e), or other related topics. (The two-hour time-slot and the place of the lecture

and questioning will be arranged by the student and the faculty sponsor with consent of all subcommittee members.) The subcommittee will deliberate on all the information it has acquired (from the preliminary evaluation by all the faculty [see #3], and from the lecture and the question/answer session) and will decide on a recommendation of pass, conditional pass, or fail (see #5). This recommendation will be communicated to the student.

5) Possible outcomes are that the student: a) passes unconditionally; b) passes conditionally; In this case, the faculty will outline the weaknesses and how the conditions the student could (or must) fulfill before reconsideration (e.g., specific courses must be taken with performance at a specified level; communication skills need to be improved as evidenced by ….). With the faculty sponsors’ endorsement, the student will later request a change from “conditional pass” to “pass” after he/she believes that the conditions have been fulfilled. The student will outline in this request the reasons for this belief. The faculty will meet again to act on the request. c) fails, with or without option to retake.

6) The student’s sponsor will notify the student and the Student Services Office of the results of the examination.

University PhD Requirements Reading Committee Each Ph.D. candidate is required to establish a reading committee for the doctoral dissertation within six months after passing the department’s Ph.D. Qualifying exams. Thereafter, the student should consult frequently with all members of the committee about the direction and progress of the dissertation research. Students must have at least three faculty members: the principal dissertation advisor and two other readers serve on their Doctoral Dissertation Reading Committee who read and certify their dissertation. At least two members must be on the Stanford Academic Council. It is expected that at least one member of the Bioengineering faculty be on each reading committee. The Doctoral Dissertation Reading Committee Form is to be completed and filed with the Student Service Office before scheduling a University oral examination that is a defense of the dissertation. On occasion, the department chair, may in some cases, approve the appointment of a reader who is not on the Academic Council, if that person is particularly well-qualified to consult on the dissertation topic and holds a Ph.D. or equivalent foreign degree. Approval is requested on a Petition for Doctoral Committee Form.

PhD Candidacy Students must be admitted to candidacy by the 6th quarter of the student’s post-master’s registration. Being admitted to candidacy signifies that the department considers the student capable of completing the requirements necessary for earning a Ph.D. degree. Candidacy is valid for five calendar years (through the end of the quarter in which candidacy expires), unless terminated by the department for unsatisfactory progress. An extension of candidacy may be obtained for a maximum of one additional year. In order to receive candidacy status, the student must file the PhD candidacy form to the Student Service Office. This form is to be approved and signed by the advisor, reading committee and the Associate Chair of Graduate Curriculum, Annelise Barron.

Terminal Graduate Registration (TGR) TGR status is reached when Ph.D. students have been admitted to candidacy, completed 135 units of coursework, and submitted the Doctoral Dissertation Reading Committee form. Student Services will contact students when they are approaching TGR eligibility. Students must complete the following paperwork and submit it to the Student Service Office before the beginning of the quarter in which they first become eligible for TGR status: a) Request for TGR Status Students should then register for TGR Dissertation, BIOE 802 (TGR Dissertation for zero units) each quarter through AXESS. TGR Grading is as follows: "S" for satisfactory progress, "N-" for unsatisfactory progress, and "P" for a final grade when everything has been finished. A hold on registration is placed for a student who receives an "N-" grade for more than two consecutive quarters. - 29 - Students register at a special tuition rate, $2517/qtr in 2010-2011. As course work is no longer considered necessary during this advanced stage of study, units are no longer counted towards residency. Within certain restrictions and after tuition adjustment to the appropriate unit rate, TGR students may enroll in additional courses at their own expense. This year the TGR tuition rate will cover 3 units of tuition.

Terminal Graduate Registration (TGR) TGR status is reached when Ph.D. students have been admitted to candidacy, completed 135 units of coursework, and submitted the Doctoral Dissertation Reading Committee form. Student Services will contact students when they are approaching TGR eligibility. Students must complete the following paperwork and submit it to the Student Service Office before the beginning of the quarter in which they first become eligible for TGR status: a) Request for TGR Status Students should then register for TGR Dissertation, BIOE 802 (TGR Dissertation for zero units) each quarter through AXESS. TGR Grading is as follows: "S" for satisfactory progress, "N-" for unsatisfactory progress, and "P" for a final grade when everything has been finished. A hold on registration is placed for a student who receives an "N-" grade for more than two consecutive quarters. - 29 -

Students register at a special tuition rate, $2517/qtr in 2010-2011. As course work is no longer considered necessary during this advanced stage of study, units are no longer counted towards residency. Within certain restrictions and after tuition adjustment to the appropriate unit rate, TGR students may enroll in additional courses at their own expense. This year the TGR tuition rate will cover 3 units of tuition.